Integrating Professional Development Content and Formative Assessment with the Coaching Process: The Texas School Ready Model

Abstract

Instructional coaching is becoming common in early childhood programs to provide individualized, job-embedded professional development. Yet relatively few studies have tried to “unpack” the coaching process and delineate the specific features of coaching that contribute to teacher change. In this article, we describe an evidence-based preschool-quality improvement program, Texas School Ready (TSR), attending to the integration of program content and coaching process made possible through a defined competency framework and technology-driven tools that aid coaches in providing high-quality mentoring.